FIELD STUDY 1 LEARNING EPISODE

FS1 10 The Instructional

Cycle

SPARK Your Interest

This Episode centers on the guiding principles in the selection and
the use of teaching methods. It will also tackle lesson development in
the OBTL way. The K- 12 curriculum and teacher education are focused
on outcomes, standards and competencies. This means that lesson
must be delivered with focus on outcomes. Likewise this episode dwells
on types of questions, questioning and reacting techniques that
teachers make use of. The type of questions that teachers ask their
manner of questioning and reacting to student responses have a
bearing on class interaction. This episode strengthens the theories
learned in the course, Teaching Methods and Strategies and in other
professional subjects in Education.

TARGET Your Intended Learning Outcomes

At the end of this episode, I must be able to:
 Identify the application of some guiding principles in the
selection and use of teaching strategies
 Determine whether or not the lesson development was in
accordance with outcome based teaching and learning
 Identify the Resource Teacher’s questioning and reacting techniques
 Outline a lesson in accordance with outcome-based
teaching and learning

REVISIT the Learning Essentials

These are the guiding principles in the selection and use of teaching
methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the
better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to student’s everyday
life.
7. An integrated teaching approach is far more effective than
teaching isolated bits of information.
 OBSERVE, ANALYZE, REFLECT
Activity 10.1 Applying the Guiding Principles in the Selection and
Use of Strategies
Resource Teacher: Kristine Bustarga Teacher’s signature:
Grade/Year Level: Grade 7 Subject Area: Science

OBSERVE
Observe one class with the use of the observation sheet for greater
focus
then analyse my observation with the help of the guide questions:

1. The more senses that During the observation the

are involved, the more teacher gave an activity,
and the better the particularly a board work where
learning. they can collaborate,
communicate, and practice their
skills such as cognitive skills,
psychomotor and psychosocial
skills.
2. Learning is an During the board work activity I
active process. (we) observe that the students
are actively participative and
interacting with each other.

3. A non-threatening The classroom doesn’t have

atmosphere enhances hazardous things such as sharp
learning. object, chemicals, heavy things
and others that might harm the
students. That is why the students
can move freely and safely, during
the observation the students sat
on the floor according to their
group without hesitation because
they knew that nothing could
harm them.
4. Emotion has the Emotion is the foundation of
power to increase learning (Zull 2006,p.7) Before the
retention and learning. activity starts the teacher check
the attendance she ask the
students to say instead present
the teacher ask to tell the
student’s favorite viand and the
students enjoyed it and it affects
the students’ mood throughout
the class hour.
 5. Good teaching Teachers should understand how
goes beyond and what the students already
recall of knew to help them engage their
information. prior knowledge to learn or
understand well. During the
observation the teacher knew that
the students already has a
knowledge about Microscope so
she made an activity that can
make the student recall what they
knew and help them retain the
topics through board work activity.
6. Learning is Everyone has lots of life
meaningful when it experiences, connecting it with
is connected to learning made it more
student’s everyday meaningful and understandable.
life 21st Century Education focuses in
project-based curriculum that
will engage student in addressing
real- world issues and concerns.
During the observation the
teachers connects the checking
of attendance with their favorite
viand.
7. An integrated teaching It is way more effective if we
approach is far more mixed the two approaches of
effective than teaching teaching. By collaborating the two
isolated bits of we can narrowly focused on the
information things that needed to enhance,
designed integrated projects
which help students develop deep
understanding using their
experiences, integrate learning
experiences with real life
experiences and skill-specific
assessment develop mastery.

References:
https://link.springer.com/article/10.1007/s40299-019-00469- x#:~:text=Emotions%20stimulate
%20learners'%20attention%20and,2016%3B%20Tyng%20et
%20al

https://sites.hampshire.edu/ctl/2017/09/14/the-importance-of-engaging-prior-
knowledge/#:~:text=The%20more%20we%20understand%20about,the%20material%20in%
20our%20courses

https://blog.lowellschool.org/blog/integration-vs.-discipline-based-approaches-to-learning-
not-an-either-or
ANALYZE
What is the best method of teaching? Is there such
a thing?

The ideal approach for a student is one that provides them

with the most learning opportunities. Which corresponds on the
learner's needs, interests and characteristics. Additionally, It also
depends on the skills of the teacher, resources available to her and
to the learning environment. Hence, student-centered teaching and
learning approach fit this features.

Student-centered teaching and learning approach. A student-

centered approach focuses on the needs, abilities, interests and
learning styles of the learners. In which allows learners to explore
knowledge accross a wide range of disciplines, use of different skills,
can express themselves confidently and able to learn both
independently and in collaboration with peers. Further, students
tend to be more interested in learning and participate actively in
their education. Teachers are just guiding and as facilitator while
learners are active participants of the learnings and discussion.
 REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?

We select the appropriate strategy for lesson based on

objective, learning objectives, subject matter, students
characteristics and assessment. We need to identify first the
learning objectives for the class meeting. A learning objective is an
outcome statement that captures specifically what knowledge,
skills, attitudes learners should able to exhibit following instruction"
( Teacher and Educational Development, 2005). These statements
begin with " at the end of lesson, the students will be able to". Next
is Subject matter, this factor deals with the nature of content to be
learned which may be difficult or uninteresting, hence, teacher must
be able to apply strategy that will make learning effective and
meaningful. Further, Strategy is effective only if the interests,
needs,knowledge and experiences of the students in the class are
considered. Moreover, Strategies must be alligned in assessment in
order for the learning objectives to be met. Well designed strategy
provide the opportunity to ensure assessment are met.
Activity 10.2 Determining Outcome-Based Teaching and
Learning
Resource Teacher: Kristine Bustarga Teacher Signature: School:
Lab- high CBSUA
Grade/Year Level: Grade 7 Subject Area: Science Date: 11/11/22

OBSERVE
Observe a class and answer the following questions:
1. Did the teacher state the learning objectives/intended learning
outcomes (ILOs) at the beginning of the class? Did he/she share
them with the class? How?
Yes, the teacher introduces the objectives before proceeding
on to the subject matter. The objectives are to Identify the parts
of a compound microscope, explain how to use the various parts
of a compound microscope and Use the microscope to observe
different species. Basically, the objectives that she set follows the
SMART ( Specific, Measurable, Attainable, Realistic and Time-
bounded) format and are in line with the needs, interests, and
characteristics of the students.
2. What teaching-learning activities (TLAs) Did he/she use? Did
these TLAs help him/her attain his/her objectives/ILOs? Explain
your answer.
The teaching learning activities employed are lecture
discussion, board work group activity and laboratory experiment.
In lecture discussion,the teacher tackled about Parts, functions
and types of microscope. For the group activity, the students
were grouped into five which showed the their collaboration,
communication, practice their skills such as cognitive skills,
psychomotor and psychosocial skills. For the laboratory
experiment, the students were able to use microscope while
observing different species on it.

3. What assessment task/s did the teacher employ? Is/are these

aligned to the lesson objectives/ILOs?

The teacher used a group activity quiz and a lab experiment as

forms of assessment. The objectives/ILOs of the lesson were
connected with these assessments. The Assessment activity able
students to identify the features of microscope, able to experience
how the compound microscope works by using personally while
observing different species
ANALYZE
What are your thoughts about outcomes-based teaching and
learning (OBTL)?

Outcomes-based teaching and learning or OBTL places more

attention on what the learner will experience as a result of the
teaching than it does on the teacher's intended lesson plan or
lesson material. It has a connection to the lesson's learning goals. It
has proven that the learners "know and are able to do," regardless
of the desired results. Outcome-based teaching and learning will not
only benefit the students but also the teachers.
 REFLECT

Reflect on the use of

OBTL.

Tradition dictates that we create learning materials, present

them to our pupils as effectively as we can as teachers, and then
evaluate how well the material has been grasped and retained by
the class. Today, we are aware of better and more efficient
approaches to facilitate the teaching and learning process. Many in
the field of education are endorsing the outcome-based teaching
learning strategy as a superior option to the conventional approach.
OBTL places emphasis on the expected results of the teaching
rather than what the instructor will be teaching. The important
component known as the Intended Learning Outcome (ILO) makes it
clear what the learner’s suppose to be able to do at what level.
According to (Deneen, Brown, Bond, & Shroff, 2013), a curriculum
design paradigm called outcomes-based teaching and learning
(OBTL) focuses on "first identifying the intended outcomes or goals
of a module or program and then aligning teaching, learning, and
evaluation to maximize the possibility that students accomplish
those outcomes or goals". Beginning with the creation of the course
syllabus, OBTL places a strong emphasis on the particular learning
objectives that we want the students to acquire as a result of taking
the course. The course outcomes the knowledge, abilities, and
attitudes that students need to acquire should be the main focus of
the learning outcome. The selection on the pedagogical method and
delivery is heavily influenced by the clarity and precision of the
intended learning outcomes of each unit or module. OBTL is logical,
effective, and efficient, it is more pleasurable for both teachers and
students than traditional teaching. It is advantageous for students—
possibly even more so than it is for teachers—that the ILOs explicitly
describe not only what students are expected to learn but also how
and at what standard. When students are convinced of the value
and relevance of the material they are studying, their participation
in the learning process increases. So it's crucial that the course
instructor emphasize the content's significance, applicability, and
importance right on.
Activity 10.3 Applying Effective Questioning Techniques
Resource Teacher: Kristine Bustarga Teacher Signature:

School: Laboratory High School

Grade/Year Level: Grade 7 Subject Area: Science
_Date: 11/11/2022

OBSERVE
Observe a class activity. You shall focus on the questions that the
Resource Teacher asks during the classroom discussion. Write the
questions raised and identify the level of questioning.
Types of Question Examples of Questions that the
Resource Teacher Asked
1. Factual/ Convergent What kind of microscope is this?
Closed/ Low level
Have you ever seen or used a
microscope?
What is the name of this part of
the microscope?
Who invented the microscope?
What is the basic unit of life?
2. Divergent/ Higher- Why do we use compound
order/ Open-ended/ microscope?
Conceptual
What do you think is the
difference between simple and
compound microscope

a. Evaluation Choose one part of the comp.

microscope and explain its uses.

b. Inference What do you think is the purpose

of the arm in the compound
microscope?
What do you think is the purpose
of the comp. microscope?
 c. Comparison What similarities and differences
exist between simple and
compound microscope

d. Application What do you think is the

relevance or implication of
microscope in our lives or in our
society?

e. Problem-solving What part do we adjust in the

comp. microscope in order to see/
make the specimen larger?

3. Affective What do you feel now that we will

be using actual compund
microscope in observing
different species?
Who are excited?

Is everyone
Are all the groups complete with
the materials, who has missing
materials?
Does everyone know how to use
it?
ANALYZE
1. Neil Postman once said: “Children go to school as question
marks and leave school as periods!” Does this have
something to do with the type of questions that teachers ask
the questioning and reacting techniques that they employ?
Answer:
Children are naturally born scientists. According to Piaget’s
Theory of Cognitive Development, children are naturally curious
and begin to explore and experiment and build their knowledge
base and skill set as they move along. They are inquisitive and
full of queries about their environment and, as such, they tend to
ask innumerable set of questions as part of their thought process.
However, this innate curiosity among children dissipates with age
and schooling (Parvanno, 1990). Hence, in order to develop the
child’s cognitive and their learning process, there is a need to
stimulate their curiosity and motivation inside the classroom
setting through employing different type of questions and
reacting techniques to teaching. According to Keiry (2002), the
types of questions being employed by the teacher are significant
factors in increasing the children’s’ achievement and their level
of engagement. For example, lower cognitive questions such as
lower order, convergent or closed questions invoke memory
recall of previously learnt information while higher cognitive
questions (e.g. higher order, divergent or open questions) require
students to analyze information and apply their knowledge.
Therefore, teachers must be careful in designing/ formulating
questions to stimulate curiosity, provoke ideas, clarify concepts
and challenge beliefs. Students develop their listening and
thinking skills when exposed to the right set of questions. It is
vital therefore for teachers to assess their current questioning
techniques. On the other hand, the type of reactive management
employed by the teacher induces orderliness, increases students’
engagement, captures their attention, and provides effective
behavior management which results to more climatic learning
environment for the learners. In a nutshell, like what Neil
Postman once said: “Children go to school as question marks and
leave school as periods!”, and this really correlates with the type
of questions that teachers ask the questioning and reacting
techniques that they employ.

Sources:
1. Using Effective Questions | Center for Teaching Innovation.
(n.d.).
https://teaching.cornell.edu/teaching-resources/engaging-
students/using-effective-questions
2. The importance of questioning. (2017, January 19). Class
Teaching.
https://classteaching.wordpress.com/2017/01/19/the-
importance-of- questioning/
 3. https://www.scribd.com/doc/211452298/Effective-
Questioning-and- Reacting-Techniques

REFLECT

The importance of using various reacting

techniques

As the classroom settings are getting more diverse, I (We)

believed that the relevance of using a variety of reacting techniques
inside the classroom will be beneficial for me (us) as future
teacher/s to address appropriately and manage effectively the
behavior and facilitate the learning of the students. It is an
undeniable fact that misbehavior and lack of interest to learning
among learners are still the concurrent prime concern encountered
by most teachers every now and then. As such, employing various
reacting techniques will help me (us) as a future educator to assist
and reinforce their own learning and behavior inside the classroom.
It will also help me identify and appropriate the interventions to be
done to address the aforementioned issues. For instance, using non-
verbatim cues in the teaching-learning process would be practical
solution in handling behavioral issues as to avoid wastage of time
spent for the lesson. While it might not work at first, students will
eventually adapt in this kind of style of teaching. They will come to
realize that those cues mean you’re serious about addressing
behavioral problems, and they will start to respond. Another
reactive strategy that might be helpful under non-verbatim cues is
setting a fixed timer for a discussion or task is an effective
technique with the students, as it keeps them motivated and
productive. Another reactive strategy that can be employed by the
teacher is by adopting a “buddy room system”. Through this buddy
system, students learn to reflect on their behavior and learning. The
teacher can also employ a “follow-through” strategy. It is a type of
reactive approach where students are being held accountable for
their own learning process and as well as of the possible
consequences of their misbehavior. With all that being said, I (we)
believed that it is really important to use various reacting
techniques to teaching as one might not be sufficient or effective
enough to reinforce the learning and behavior of the students. At
least when one reactive strategy fails to work, we still have reserves
of reacting techniques to account for.
 SHOW Your Learning Artifacts
Show proofs of learning that you were able to gain in this
Episode by interviewing at least two teachers on their thoughts on
OBTL.

According to the teachers we have interviewed during the

conduct of our field study observation, they perceive Outcome-
Based Teaching and Learning as being essential to students
learning. According to them, it is one of the pillars that needs to
attain by the students with the guidance of the teacher’s
competency needed to attain. Learner have said achieved the
curriculum if the students were able to the intended learning
outcomes. They also further highlighted that Outcome-Based
Teaching and Learning empowers the students to be accountable for
their own learning process. “Not only does it adopts adapt to
learners’ strengths and weaknesses, it also provides sufficient time
to attain proficiency and fluency in the subject matter as there is a
clear criterion for what constitutes to mastery”, they’ve added.
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 2- Learner
Diversity: Developmental Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics, needs and
interests of learners from different developmental levels.
Name of FS Student: Date Submitted:
Year and Section: Course:
Learning Excellent Very Satisfactor Needs
Episode Satisfactory y Improveme
nt
Accomplish All One(1)to Three(3) Four(4)
ed observation two(2) observatio observatio
Observatio questions/t observation n n
n Sheet as ks questions/ task questions/ questions/
completely not answered/ task not task not
answered/ accomplished. answered/ answered/
accomplish accomplis accomplish
ed h ed. ed.
Analysis All All questions Questions Four(4) or
questions were answered were not more
were completely; answered observatio
answered answers are completel n
completely clearly y; questions
; answers connected to answers were not
are with theories; are not answered;
depth and grammar and clearly answers
are spelling are connected not
thoroughly free from to connected
grounded errors. theories; to
on One (1) to theories;
theories; three more than
grammar (3)gramm four (4)
and ar or grammati
spelling spelling ca l/
and are error. spelling
free from error.
error.
Reflection Profound Clear but lacks Not so Unclear
and clear; depth; clear and and
supported supported by shallow; shallow;
by what what were somewhat rarely
were observed and supported supporte
observed analyzed. by what d by
and were what
analyzed. observed were
and observed
analyzed. and
analyzed.
Learning Portfolio Portfolio is Portfolio Portfolio
Artifacts is reflected on in is not is not
reflected the context of reflected reflected
on in the the learning on in the on in the
context of outcomes;Com context of context of
the pl ete, well- the the
learning organized, learning learning
outcomes; very relevant outcomes; outcomes;
Complete to the learning Complete, not
well- outcome. not Complete,
organized, organized, not
highly relevant organized,
relevant to the not
to the learning relevant
learning outcome to the
outcome. learning
outcome
Submission Submitte Submitted on Submitted Submitte
d before the deadline a day d two (2)
the after the days or
deadline deadline more
after the
deadline.

Over-all score Rating:(Based

on
COMMENTS transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13 11 10 9. 7-
18 8 below
Grad 1. 1.25 1. 1.75 2.00 2.25 2. 2.75 3.00 3. 5.00
e 0 5 5 5
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name Date

 LINK Theory to Practice
Directions: Encircle the letter of the correct answer.
1. Learning is an active process. Which one is an application of this
principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project
becomes less expensive.
D. Let students learn the steps in opening a computer by making
them follow the steps.
2. The more senses that are involved, the more and the better the
learning. Which practice is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field strips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?
A. Content C. Scope of subject matter
B. Intended learning outcomes D. Teaching and Learning activity
4. Which type of question will least promote interaction among students?
A. Divergent C. Convergent
B. Conceptual D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?
A. Allowing sufficient questions
B. Asking open-ended question
C. Asking non-directed question
D. Involving as many as possible
DOCUMENTATION